Modeling graded response congruency effects in task switching

Schneider, Darryl W.

doi:10.1016/j.actpsy.2014.10.006

Cited by 8 publications

(23 citation statements)

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“…Previous research has allocated effects of a CSI manipulation in task switching to two parameters: non-decision time and drift rate. In task-switch trials, non-decision time was larger with short than long CSI (Karayanidis, Mansfield, Galloway, Smith, Provost, & Heathcote, 2009;Madden et al, 2009;Schmitz & Voss, 2012, 2014. This finding is in line with the idea that task-preparation processes occur prior to response-selection processes, and that with short CSI, more task preparation occurs after stimulus onset than with long CSI, where more task preparation can occur prior to stimulus onset.…”

Section: Diffusion Modelingsupporting

confidence: 81%

“…Congruency effects also occur when switching between three different tasks (Longman, Lavric, Munteanu & Monsell, 2014;Schneider, 2014), and hence, can be analyzed in the present experiments as well. In order to test the hypothesis that the N-3 effect involves increased task shielding, we compared congruency effects after ABA versus after CBA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 N-3 effect in task switching 8 sequences.…”

Section: N-3 Effect and Task Shieldingmentioning

confidence: 93%

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Increased cognitive control after task conflict? Investigating the N-3 effect in task switching

Schuch

Grange

2018

Psychological Research

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Task inhibition is considered to facilitate switching to a new task and is assumed to decay slowly over time. Hence, more persisting inhibition needs to be overcome when returning to a task after one intermediary trial (ABA task sequence) than when returning after two or more intermediary trials (CBA task sequence). Schuch and Grange (J Exp Psychol Learn Mem Cogn 41:760-767, 2015) put forward the hypothesis that there is higher task conflict in ABA than CBA sequences, leading to increased cognitive control in the subsequent trial. They provided evidence that performance is better in trials following ABA than following CBA task sequences. Here, this effect of the previous task sequence ("N-3 effect") is further investigated by varying the cue-stimulus interval (CSI), allowing for short (100 ms) or long (900 ms) preparation time for the upcoming task. If increased cognitive control after ABA involves a better preparation for the upcoming task, the N-3 effect should be larger with long than short CSI. The results clearly show that this is not the case. In Experiment 1, the N-3 effect was smaller with long than short CSI; in Experiment 2, the N-3 effect was not affected by CSI. Diffusion model analysis confirmed previous results in the literature (regarding the effect of CSI and of the ABA-CBA difference); however, the N-3 effect was not unequivocally associated with any of the diffusion model parameters. In exploratory analysis, we also tested the alternative hypothesis that the N-3 effect involves more effective task shielding, which would be reflected in reduced congruency effects in trials following ABA, relative to trials following CBA; congruency effects did not differ between these conditions. Taken together, we can rule out two potential explanations of the N-3 effect: Neither is this effect due to enhanced task preparation, nor to more effective task shielding.

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Section: Diffusion Modelingsupporting

confidence: 81%

Section: N-3 Effect and Task Shieldingmentioning

confidence: 93%

Increased cognitive control after task conflict? Investigating the N-3 effect in task switching

Schuch

Grange

2018

Psychological Research

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“…This limitation was absent in a recent study of ours (Schneider & Logan, 2014) in which performance with cue–target and target–cue orders was assessed for incongruent and congruent targets (see also Ruge et al, 2009). The results revealed faster performance for both stimulus orders compared with simultaneous presentation, replicating previous findings (Bernstein & Segal, 1968; Biederman, 1973; Davis & Taylor, 1967; Shaffer, 1965, 1966).…”

mentioning

confidence: 90%

“…A distinction can be made between two routes for response selection in task-switching situations: a mediated route and a nonmediated route (Kiesel, Wendt, & Peters, 2007; Meiran & Kessler, 2008; Schneider, 2014, 2015; Schneider & Logan, 2009, 2014). The mediated route involves categorizing a target with respect to one or more tasks, then using the instructed category–response mappings to choose a response.…”

mentioning

confidence: 99%

“…If the two categories for each task are mapped to different response keys, with both tasks involving the same pair of keys (e.g., living and small mapped to a left key; nonliving and large mapped to a right key; see Figure 1), then some targets will be congruent and require the same response regardless of the task (e.g., mosquito requires a left keypress response), and other targets will be incongruent and require different responses depending on the task (e.g., camel requires left and right keypress responses for the origin and size tasks, respectively). The response congruency effect is the finding of better performance for congruent targets than for incongruent targets (e.g., Brown, Reynolds, & Braver, 2007; Kiesel et al, 2007; Meiran & Kessler, 2008; Monsell, Sumner, & Waters, 2003; Schneider, 2014, 2015; Schneider & Logan, 2009, 2014; Sudevan & Taylor, 1987). The effect can arise from the mediated route if response selection is facilitated when the same response is activated by congruent target categories and impaired when different responses are activated by incongruent target categories.…”

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confidence: 99%

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Learning a nonmediated route for response selection in task switching

Schneider

Logan

2015

Mem Cogn

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Two modes of response selection—a mediated route involving categorization and a nonmediated route involving instance-based memory retrieval—have been proposed to explain response congruency effects in task-switching situations. In the present study, we sought a better understanding of the development and characteristics of the nonmediated route. In two experiments involving training and transfer phases, we investigated practice effects at the level of individual target presentations, transfer effects associated with changing category–response mappings, target-specific effects from comparisons of old and new targets during transfer, and the percentage of early responses associated with task-nonspecific response selection (the target preceded the task cue on every trial). The training results suggested that the nonmediated route is quickly learned in the context of target–cue order and becomes increasingly involved in response selection with practice. The transfer results suggested that the target–response instances underlying the nonmediated route involve abstract response labels coding response congruency that can be rapidly remapped to alternative responses but not rewritten when category–response mappings change after practice. Implications for understanding the nonmediated route and its relationship with the mediated route are discussed.

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